Flipped Learning – student partnership and peer instruction #BUFVCAGM15 Simon Lancaster @S_J_Lancaster
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What are we trying to achieve? 1. Address conceptual understanding 2. Develop transferable skills 3. Encourage critical thinking 4. Excellent examination results 0% 0% 0% 0% Develop ¡transferable ¡skills Encourage ¡critical ¡thinking Address ¡conceptual ¡unde... Excellent ¡examination ¡res...
Engaging students u Vignettes u Student authoring of resources u Peer Instruction u Student authoring of questions
Vignettes
Student comments on Faculty Authored Vignettes u “Staff vignettes are great revision tools because they are recorded well and the information is clear and concise!” u “Good revision tool because if you haven't completely understood something in the lecture or when revising then you can go to that place in the vignette and listen to the explanation again!” u “All lecturers should do it” u “Would be more effective if lectures were recorded as vignettes that are only 5 minutes long”
Why do you ask your students to prepare and present presentations? We don’t A. Employability skill B. Assessment variation C. D. To provide a lasting element of their digital portfolio 0% 0% 0% 0% 0% Other pedagogical E. We ¡don’t Assessment ¡variation Employability ¡skill Other ¡pedagogical ¡reasons To ¡provide ¡a ¡lasting ¡ele... reasons
Student Authored Vignettes Allocated topic Publish Presentation online Edit Capture Vignette
Evaluation quotes u “Thought about information u “No experience made in a different way when preparation difficult” preparing interactive u “Students don’t have a lot of questions” time to do it. Takes longer u “You can add more to existing than actual powerpoint” presentation which is good” u “Need more Camtasia u “Made you go over material experience/easier software” you might have forgotten” u “Very good revision tool if a u “Had lecture notes and lot of effort is put into additional material producing it” (narration)” u “Quality may differ and affect u “Highlights key areas” revision – can’t rely on them”
A space for learning!
What is the objective of a question posed during a peer instruction session?
The importance of the question
Active learning in the lecture theatre
Where does most of the mass of a mature oak tree come from? Soil 1. Acorn 2. Air 3. Sun 4. 0% 0% 0% 0% Acorn Air Rain Soil
The Goldilocks Zone
Which one of the three little pigs built the most environmentally sustainable house? A. First little pig (straw) B. Second little pig (wood) C. Third little pig (brick) 0% 0% 0% ) ) ) w k d o c a i r o r t w b s ( ( ( ¡ ¡ ¡ g g g i i p p i p ¡ ¡ e e ¡ e l t l l t t t t t i i l l i ¡ ¡ l d t ¡ d s r n i r h i o F T c e S
Who is best placed to determine the Goldilocks Zone?
Student Sourcing Questions? u Be open to student suggestions u Encourage students to submit questions for use within interactive sessions u Use Peerwise to structure, screen and select questions in the sweet spot for peer instruction u Seek answers from students and even draft new questions ‘on the hoof’
The Question is Key
Including video
Conclusions Suggestions u Ask what you are adding by expecting your students to attend. u Question everything, especially the questions. u Try Peer Instruction… or just skip straight to PBL. u Just in time student authoring of questions and answers. u Make room for learning. u Relinquish as much control as possible and enjoy the ride.
Acknowledgements u Prof Tina Overton u Prof Eric Mazur u Prof David Read u Prof Simon Bates u Dr Ross Galloway u Dr Anna Wood u Dr Anne Nortcliffe
More than anecdotal evidence u Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth Active learning increases student performance in science, engineering, and mathematics PNAS 2014 ; published ahead of print May 12, 2014, doi:10.1073/pnas.131903011
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